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Heather D

http://jcmc.indiana.edu/vol10/issue2/huffaker.html - 2 views

jcmc.indiana.edu/...huffaker.html

shared by Heather D on 26 May 10 - Cached
  • One place that adolescents now spend a considerable amount of time is in online settings, and these online venues, such as multi-user domains (MUDs), have been linked to identity exploration (Turkle, 1995).
  • ). Identity also involves a sense of continuity of self images over time
  • unitary sense of identity is constructed after a successful search for who one is.
  • ...12 more annotations...
  • a unitary sense of identity is constructed
  • constructed after a successful search for who one is.
  • ),  a unitary sense of identity is  constructed after a successful search for who one is. However, other perspectives of adolescent development view the construction of self as one that involves multiple "public" selves which are presented according to the demands and constraints of particular situations
  • for who one is. However, other perspectives of adolescent development view the construction of self as one that involves
  • search for who one is.
  • However, other perspectives of adolescent development
  • search for who one is.
  • for who one is.
  • for who one is.
  • anonymity
  • exploring their identity
  • , constructing identity can be a continual process for adolescents,
becca_hay

193031_759372088_789375107.pdf (application/pdf Object) - 0 views

pdfserve.informaworld.com/193031_759372088_789375107.pdf

gender identity adolescent world wide web

shared by becca_hay on 28 May 10 - Cached
  • becca_hay on 28 May 10
     
    Great article concerning adolescent identity online.
Heather D

Erikson, Identity - 0 views

www.haverford.edu/...erikson.identity.html

identity

shared by Heather D on 27 May 10 - Cached
  • Heather D on 27 May 10
     
    This is from the psychoanalyst Erikson, who coined the phrase "identity crisis". He argues that identities can be fragmented, but, through history and community, identities are able to be formed during adolescents.
Krista S

The Importance of Internet Activity Choices to Salient Relationships - 0 views

www.springerlink.com/...u0t4v57w86848063

online escapism

shared by Krista S on 16 Jun 10 - Cached
  • Multiple regression analyses indicated that Internet activity choice influenced later relationship quality in both best friendships and romantic relationships. Using instant messaging (ICQ) was positively associated with most aspects of romantic relationship and best friendship quality. In contrast, visiting chat rooms was negatively related to best friendship quality. Using the Internet to play games and for general entertainment predicted decreases in relationship quality with best friends and with romantic partners. These findings reflect the important and complex functions of online socialization for the development and maintenance of relationships in adolescence.
becca_hay

The Effects of Family and Community Violence on Children - Annual Review of Psychology,... - 0 views

arjournals.annualreviews.org/...annurev.psych.51.1.445

adolescence and violence

shared by becca_hay on 28 May 10 - Cached
  • Children are potentially quite vulnerable to the effects of violence because violence exposure may alter the timing of typical developmental trajectories (Boney-McCoy & Finkelhor 1995). That is, violence initially may result in primary effects, such as anxiety, depression, or PTSD symptoms, which cause secondary reactions by disrupting children’s progression through age-appropriate developmental tasks. For example, exposure to violence in young children can result in regressive symptoms, such as increased bedwetting, decreased verbalization, or separation anxiety (Osofsky 1995). These symptoms secondarily may affect children’s socialization skills or ability to concentrate in school. Moreover, at a time when children may have difficulty with typical developmental tasks, exposure to violence can result in having to acknowledge and cope with adult issues. As Garbarino and colleagues note, “in Western culture, childhood is regarded as a period of special protection and rights” (1992:1). The home and the neighborhood, generally considered the primary safe havens for the child, lose those protective and comforting qualities in the aftermath of family or neighborhood violence
Sarah Eeee

Dissent Magazine - Arguing The World - Are English Departments Killing the Humanities? - - 0 views

www.dissentmagazine.org/atw.php

shared by Sarah Eeee on 10 Jan 11 - No Cached
  • The focus of this post is not the thousand-and-one times told tale of how the corporatization of the university and state divestment from higher education has had a particularly disastrous impact upon humanities departments
  • We can treat these realities as facts to be taken for granted.
  • We might wonder if there are conditions of intellectual deprivation for which the institutional structures governing the humanities are partly to blame.
  • ...10 more annotations...
  • For Arnoldians, literature would play the cultural role once occupied by religion, with beauty civilizing the modern individual.
  • The avatar of that attitude was Harvard’s Douglas Bush, who speaking in 1944 identified the cultural tradition running from the ancient Greeks through Milton as “that heritage for which the war has been fought.”
  • To put it another way, the English department currently labors under a deep paradox: it devotes much of its intellectual energy to declaring the limits of Anglo-American culture while being structurally wedded to that culture in a way that necessarily privileges it.
  • At the risk of being impolite, I will be pointed about their implications: this is not a progressive program of higher education, but is in fact a perniciously anti-progressive one. It confirms the casual undergraduate presupposition that nothing occurring before 1980 is of real significance, that the free market is the culmination of the human desire for liberty, and that digital fora for blather are now fundamental to meditations on our role in the universe.
  • In its youth it promised an education in literature without the hard work of learning languages, much to the dismay of classicists. In its middle age it offered a stripped-down version of philosophy under the banner of critical theory, an intrusion that philosophers bore with Stoic calm. Now in its senescence, the English department is being beaten by communications at its own game of watering down curriculum and reducing humanist traditions to what today’s adolescent will find—to use the favorite malapropism of the text-messaging generation—“relatable.”
  • In an age more forthright in its bigotries, Irving Babbitt advocated a New Humanism that readily embraced a meritocracy of learning. The humanitarian, in Babbitt’s phrase, “has sympathy for mankind in the lump,” where a humanist “is interested in the perfecting of the individual.” The return to the classics, or to great texts traditionally conceived, never seems in my mind fully to dispense with such patrician sensibilities.
  • The humanities programs of the next century might rather be structured around “world humanisms.” In such programs the phrase “great texts” would evoke the Bhagavad Gita every bit as much as it does The Iliad. The learning of at least one world language would be required, be it Arabic, French, or Mandarin. At its center would be neither the vernacular nor an artificially constructed “Western tradition.”
  • Instead it would explore on their own terms, and in their rich cross-fertilization, millenia of world traditions offering insight on the relationships between individual and society; on our ethical obligations to our fellow beings, human and non-human; and on flourishing and justice.
  • An example of a “world humanisms” approach is suggested by a conference that I recently attended in Istanbul, which brought together philosophers and theologians from North America and Turkey. One of the many rich portraits that emerged was of first-century Alexandria, where the Neoplatonism of the Jewish philosopher Philo directly influenced the early Christians Clement and Origen, as well as laying the foundations of Islamic philosophy through al-Kindi and al-Farabi. We are blinded to the study of this kind of influence by a focus on “Western Civilization” that favors Athens and Rome to Alexandria and treats Origen only as a precursor to Saint Augustine, that supposed inventor of an exclusively Christian syncretism between philosophy and theology.
  • Our task as humanists of the twenty-first century is to make those long and deep traditions visible, and to do so in the teeth of those forces that would strip them away, be those forces technological, commercial, political, or intellectual.
  • Sarah Eeee on 10 Jan 11
     
    An alternate take on the "future of the humanities" argument. This author proposes a revamped sort of literature study incorporating modern languages and a fervently international approach to literature, thought, and culture.
  • Sarah Eeee on 10 Jan 11
     
    This one skirts the edges of the digital humanities, by proposing a vision of future literature study. Explicitly digital projects could be useful for finding the international connections this author calls for.
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